Create a concept map of a chosen condition, disease, or disorder with glucose regulation or metabolic balance considerations. Write a brief narrative (23 pages) that explains why the evidence cited in the concept map and narrative are valuable and relevant, as well as how specific interprofessional strategies will help to improve the outcomes presented in the concept map.
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you should complete the assessments in this course in the order in which they are presented.The biopsychosocial (BPS) approach to care is a way to view all aspects of a patient’s life. It encourages medical practitioners to take into account not only the physical and biological health of a patient, but all considerations like mood, personality, and socioeconomic characteristics. This course will also explore aspects of pathophysiology, pharmacology, and physical assessment (the three Ps) as they relate to specific conditions, diseases, or disorders.
The first assessment is one in which you will create a concept map to analyze and organize the treatment of a specific patient with a specific condition, disease, or disorder.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Design patient-centered, evidence-based, advanced nursing care for achieving high-quality patient outcomes.
o Develop an evidence-based concept map that illustrates a plan for achieving high-quality outcomes for a condition that has impaired glucose or metabolic imbalance as related aspects.
o Justify the value and relevance of the evidence used as the basis for a concept map.
Competency 4: Evaluate the efficiency and effectiveness of interprofessional care systems in achieving desired health care improvement outcomes.
o Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes.
Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
o Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links.
o Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.CONTEXT
The purpose of a concept map is to visualize connections between ideas, connect new ideas to previous ideas, and to organize ideas logically. Concept maps can be an extremely useful tool to help organize and plan care decisions. This is especially true in the biopsychosocial model of health, which takes into account factors beyond just the biochemical aspects of health. By utilizing a concept map, a nurse can simplify the connection between disease pathways, drug interactions, and symptoms, as well as between emotional, personality, cultural, and socioeconomic considerations that impact health.QUESTIONS TO CONSIDER
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
The assessment will be based on the case of a specific patient with a specific condition, disease, or disorder. Think about an experience you have had treating a patient with a condition, disease, or disorder that interests you, or one of the cases presented in the Vila Health: Concept Maps as Diagnostic Tools media simulation.
What is the primary condition, disease, or disorder affecting the patient?
o What types of experience have you had working with patients with this condition, disease, or disorder?
o How does this condition, disease, or disorder typically present?
o What are the recommended treatment options?
o What, if any, characteristics of an individual patient should be kept in mind when determining a course of treatment.
How have you used concept maps to help plan and organize care?
o What are the advantages of concept maps, from your point of view?
o How could concept maps be more useful?
How can interprofessional communication and collaboration strategies assist in driving patient safety, efficiency, and quality outcomes with regard to specific clinical and biopsychosocial considerations?
o What interprofessional strategies do you recommend health care providers take in order to meet patient-centered safety and outcome goals?ASSESSMENT INSTRUCTIONS
Scenario
You have already learned about evidence-based practice and quality improvement initiatives in previous courses. You will use this information to guide your assessments, while also implementing new concepts introduced in this course. For this assessment, you will develop a concept map and provide supporting evidence and explanations. You may use the case studies presented in the Vila Health: Concept Maps as Diagnostic Tools media, a case study from the literature or your practice that is relevant to the list of conditions below, or another relevant case study you have developed. This case study will provide you with the context for creating your concept map. You may also use the practice context from the case study or extrapolate the case study information and data into your own practice setting. Think carefully when you are selecting the case study for this assessment, as you may choose to build upon it for the second assessment as well.
Some example conditions, diseases and disorders that are relevant to metabolic balance and glucose regulation considerations are:
Cancer.
Diabetes (type 2).
HIV/AIDS.
Hyperthyroidism.
Hypothyroidism.
Metabolic syndrome.
Obesity.
Polycycstic ovary syndrome.
Prediabetes.
Pregnancy.
Instructions
Develop a concept map and a short narrative that supports and further explains how the concept map is constructed. You may choose to use the Concept Map Template (in the Resources) as a starting point for your concept map, but are not required to do so. The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your evidence-based plan addresses all of them. You may also want to read the Concept Map scoring guide and the Guiding Questions: Concept Map document to better understand how each grading criterion will be assessed.
Part 1: Concept Map
Develop an evidence-based concept map that illustrates a plan for achieving high-quality outcomes for a condition that has impaired glucose or metabolic imbalance as related aspects.
Part 2: Additional Evidence (Narrative)
Justify the value and relevance of the evidence you used as the basis for your concept map.
Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes.
Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links.
Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.
Additional Requirements
Length of submission: Your concept map should be on a single page, if at all possible. You can submit the concept map as a separate file, if you need to. Your additional evidence narrative should be 23 double-spaced, typed pages. Your narrative should be succinct yet substantive.
Number of references: Cite a minimum of 35 sources of scholarly or professional evidence that supports your concept map, decisions made regarding care, and interprofessional strategies. Resources should be no more than five years old.
APA formatting:
o For the concept map portion of this assessment: Resources and citations are formatted according to current APA style. Please include references both in-text and in the reference page that follows your narrative.
o For the narrative portion of this assessment: use the APA Paper Template linked in the Resources. An APA Template Tutorial is also provided to help you in writing and formatting your analysis. You do not need to include an abstract for this assessment.
RESOURCES
Suggested Resources
The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid.
Assessment
Vaughan, J., & Parry, A. (2016). Assessment and management of the septic patient: Part 1. British Journal of Nursing, 25(17), 958964. (THIS WILL BE IN ADDITIONAL FILES)
Vaughan, J., & Parry, A. (2016). Assessment and management of the septic patient: Part 2. British Journal of Nursing, 25(21), 11961200. (THIS WILL BE IN ADDITIONAL FILES)
Biopsychosocial
Saragiotto, B. T., de Almeida, M. O., Yamato, T. P., & Maher, C. G. (2016). Multidisciplinary biopsychosocial rehabilitation for nonspecific chronic low back pain. Physical Therapy, 96(6), 759763. (THIS WILL BE IN ADDITIONAL FILES)
Semrau, J., Hentschke, C., Buchmann, J., Meng, K., Vogel, H., Faller, H., . . . Pfeifer, K. (2015). Long-term effects of interprofessional biopsychosocial rehabilitation for adults with chronic non-specific low back pain: A multicentre, quasi-experimental study. PLoS One, 10(3), 1-28. (THIS WILL BE IN ADDITIONAL FILES)
Van de Velde, D., Eijkelkamp, A., Peersman, W., & De Vriendt, P. (2016). How competent are healthcare professionals in working according to a bio-psycho-social model in healthcare? The current status and validation of a scale. PLoS One, 11(10), 119. (THIS WILL BE IN ADDITIONAL FILES)
Concept Maps
View the simulation Vila Health: Concept Maps as Diagnostic Tools | Transcript. (THIS WILL BE IN ADDITIONAL FILES)
View the Concept Map Tutorial | Transcript for information on working with the concept map and template to complete your assessment. (THIS WILL BE IN ADDITIONAL FILES)
Pathophysiology
Stanford School of Medicine. (2013). Basics of metabolism [Video]. Retrieved from https://www.khanacademy.org/partner-content/stanford-medicine/growth-and-metabolism/v/basics-of-metabolism (PLEASE USE THIS WEB LINK TO VIEW)
Khan, S. (2011). Glucose insulin and diabetes [Video]. Retrieved from https://www.khanacademy.org/test-prep/mcat/biomolecules/hormonal-regulation/v/glucose-insulin-and-diabetes (PLEASE USE THIS WEB LINK TO VIEW)
Patton, R. S. (2013). Hormone concentration metabolism and negative feedback [Video]. Retrieved from https://www.khanacademy.org/science/health-and-medicine/advanced-endocrine-system/endocrine-system-introduction/v/hormone-concentration-metabolism-negative-feedback (PLEASE USE THIS WEB LINK TO VIEW)
Course Files and Templates
Concept Map Template [DOCX]. (THIS WILL BE IN ADDITIONAL FILES)
Guiding Questions: Concept Map [DOC]. (THIS WILL BE IN ADDITIONAL FILES)
Optional Resources
The following additional resources are for your further exploration of specific conditions, diseases, or disorders. These resources will help you with your initial research for the Concept Map assessment. They may also provide ideas and information for creating your own case study around a specific condition, disease, or disorder if you choose to do so for the first assessment.
You do not have to read all of these resourcesnor should you. Review them as needed to complete your assessments.
Cancer
American Cancer Society (n.d.). Retrieved from https://www.cancer.org/
Office on Women’s Health. (2014). Cancer. Retrieved from https://www.womenshealth.gov/cancer/index.htm (PLEASE USE THIS WEB LINK TO VIEW) (PLEASE USE THIS WEB LINK TO VIEW)
Diabetes (Type 2 and Complications)
American Diabetes Association. (2017). Type 2 diabetes. Retrieved from http://www.diabetes.org/diabetes-basics/type-2/?loc=util-header_type2 (PLEASE USE THIS WEB LINK TO VIEW)
American Diabetes Association. (2017). Complications. Retrieved from http://www.diabetes.org/living-with-diabetes/complications/ (PLEASE USE THIS WEB LINK TO VIEW)
American Diabetes Association. (2017). Standards for medical care in diabetes2017 abridged for primary care providers. Clinical Diabetes, 35(1), 526. Retrieved from http://clinical.diabetesjournals.org/content/35/1/5 (PLEASE USE THIS WEB LINK TO VIEW)
American Diabetes Association. (n.d.). DiabetesPro. Retrieved from http://professional.diabetes.org/?loc=bb-dorg (PLEASE USE THIS WEB LINK TO VIEW)
Geisz, M. B. (2010). The diabetes initiative. Retrieved from http://www.rwjf.org/en/library/research/2010/04/the-diabetes-initiative.html (PLEASE USE THIS WEB LINK TO VIEW)
Office on Women’s Health. (2016). Diabetes. Retrieved from https://www.womenshealth.gov/publications/our-publications/fact-sheet/diabetes.html (PLEASE USE THIS WEB LINK TO VIEW)
HIV/AIDS
AIDS Foundation of Chicago. (n.d.). About HIV. Retrieved from http://www.aidschicago.org/page/about-hiv (PLEASE USE THIS WEB LINK TO VIEW)
Mody, A., Bartz, S., Hornik, C. P., Kiyimba, T., Bain, J., Muehlbauer, M., . . . Freemark, M. (2014). Effects of HIV infection on the metabolic and hormonal status of children with severe acute malnutrition. PLoS One, 9(7), e102233.
Office on Women’s Health. (2017). HIV and AIDS. Retrieved from https://www.womenshealth.gov/hiv-and-aids (PLEASE USE THIS WEB LINK TO VIEW)
Hypo- and Hyperthyroidism
American Thyroid Association. (2017). Thyroid information. Retrieved from http://www.thyroid.org/thyroid-information/ (PLEASE USE THIS WEB LINK TO VIEW)
Office on Women’s Health. (2017). Thyroid disease. Retrieved from https://www.womenshealth.gov/a-z-topics/thyroid-disease (PLEASE USE THIS WEB LINK TO VIEW)
Metabolic Syndrome
Saylor, J., & Friedmann, E. (2015). Biopsychosocial contributors to metabolic syndrome: A secondary analysis of 20072010 National Health and Nutrition Examination Survey data. Nursing Research, 64(6), 434443. (THIS WILL BE IN ADDITIONAL FILES)
Sheehan, P. (2010). Beyond metabolic syndrome. DiabetesInsight, 1(3). Retrieved from http://professional.diabetes.org/podcast/beyond-metabolic-syndrome (PLEASE USE THIS WEB LINK TO VIEW)
Sherif, K. (Ed.). (2017). Metabolic syndrome. Retrieved from http://www.healthywomen.org/condition/metabolic-syndrome (PLEASE USE THIS WEB LINK TO VIEW)
Obesity
AACE Obesity Resource Center. (n.d.). Stay current with ongoing developments in the management of patients with obesity. Retrieved from http://obesity.aace.com/ (PLEASE USE THIS WEB LINK TO VIEW)
Obesity Action Coalition. (2017). Retrieved from http://www.obesityaction.org/
Office on Women’s Health. (2012). Overweight, obesity, and weight loss fact sheet. Retrieved from https://www.womenshealth.gov/publications/our-publications/fact-sheet/overweight-weight-loss.html (PLEASE USE THIS WEB LINK TO VIEW)
Polycystic Ovary Syndrome
Office on Women’s Health. (2016). Polycystic ovary syndrome. Retrieved from https://www.womenshealth.gov/publications/our-publications/fact-sheet/polycystic-ovary-syndrome.html (PLEASE USE THIS WEB LINK TO VIEW)
Teede, H., Deeks, A., & Moran, L. (2010). Polycystic ovary syndrome: A complex condition with psychological, reproductive and metabolic manifestations that impacts on health across the lifespan. BMC Medicine, 8(1), 4150. (THIS WILL BE IN ADDITIONAL FILES)
Prediabetes
American Diabetes Association. (2017). Diagnosing diabetes and learning about prediabetes. Retrieved from http://www.diabetes.org/are-you-at-risk/prediabetes/ (PLEASE USE THIS WEB LINK TO VIEW)
Perreault, L., Pan, Q., Mather, K. J., Watson, K. E., Hamman, R. F., & Kahn, S. E. (2012). Effect of regression from prediabetes to normal glucose regulation on long-term reduction in diabetes risk: Results from the diabetes prevention program outcomes study. The Lancet, 379(9833), 22432251. (THIS WILL BE IN ADDITIONAL FILES)
Perreault, L., Temprosa, M., Mather, K. J., Horton, E., Kitabchi, A., Larkin, M., . . . Goldberg, R. B. (2014). Regression from prediabetes to normal glucose regulation is associated with reduction in cardiovascular risk: Results from the diabetes prevention program outcomes study. Diabetes Care, 37(9), 26222631. Retrieved from http://care.diabetesjournals.org/content/37/9/2622 (PLEASE USE THIS WEB LINK TO VIEW)
Pregnancy
Office on Women’s Health. (2017). Pregnancy. Retrieved from https://www.womenshealth.gov/pregnancy (PLEASE USE THIS WEB LINK TO VIEW)
Liu, L. X., & Arany, Z. (2014). Maternal cardiac metabolism in pregnancy. Cardiovascular Research, 101(4), 545553. Retrieved from https://academic.oup.com/cardiovascres/article/101/4/545/2930815/Maternal-cardiac-metabolism-in-pregnancy (PLEASE USE THIS WEB LINK TO VIEW)
Lowe, W. L., & Karban, J. (2014). Genetics, genomics and metabolomics: New insights into maternal metabolism during pregnancy. Diabetic Medicine, 31(3), 254262. (THIS WILL BE IN ADDITIONAL FILES)
Thadhani, R. (2016). Study of pregnancy regulation of insulin and glucose. Retrieved from https://clinicaltrials.gov/ct2/show/NCT02763267 (PLEASE USE THIS WEB LINK TO VIEW)
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